1. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Get ready for e-Safety! www.northerngrid.org/content/grapple

2. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org e-Safety in the Primary Classroom

3. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org E-safety resources http://bit.ly/somersetesafety

4. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Purpose of today Build your confidence in using technology to: Provide excellent educational experiences Generate high levels of engagement and commitment to learning Help learners acquire knowledge and develop understanding across the curriculum “Create a culture of e-safety” e-safety in the Primary Classroom

5. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org e-safety in the Primary Classroom 9.15: e-Safety - what’s happening? Audit and test your knowledge! What do Ofsted say? What is the experience of your learners? What are the risks? What are your priorities? 11am: Break 11.15: Planning a curriculum for e-sense Computing curriculum, new e-Sense progression and BYTE Awards Digital literacy 12.30pm: Lunch 1.30pm: The whole—school picture Evaluation and planning for school improvement 360safe Protecting your professional identify and data protection Working with parents Action planning – Safer Internet Day 2014 4.00pm: finish

6. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Complete audit What do I know? e-Safety – what’s happening?

7. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org e-Safety and e-Sense e-Safety What the school does to protect me Staff: teach, listen, model School: policies, systems, filtering e-Sense What I do to protect myself behaviour: develop skills, resilience and responsibility

8. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org What do Ofsted say? Three areas of risk: content being exposed to illegal, inappropriate or harmful material contact being subjected to harmful online interaction with other users conduct personal online behaviour that increases the likelihood of, or causes, harm. Inspecting e-safety, Sept 2012

9. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Ofsted Inspection Framework Sept 2012 Quality of leadership in, and management of the school includes The effectiveness of safeguarding arrangements to ensure that there is safe recruitment and that all pupils are safe. This includes the promotion of safe practices and a culture of safety, including e-safety.

10. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org

15. What do you think your children are doing online?

16. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org 28% of 9-10 year olds in the UK have a social networking account. This rises to 59% of 11- 12 year olds. EU Kids Online 2012 8-11 year olds have an average of 92 friends on their social networking site. They are unlikely to have met 11 of these. The average number of friends for 12-15 year olds is 286. Ofcom 2012 52% of 9-16 year olds go online in their bedroom. (59% of 11-12 year olds) EU Kids Online 2012 33% of 3-4 year olds have a TV in their bedroom. Ofcom 2012 8% of 5-7year olds are mostly using the Internet alone. Ofcom 2012 Nearly 50% of children aged 5–7 have a games console in their bedroom, rising to 70% of those aged 8–15 Ofcom 2012 102 minutes is the average time spent online each day by children in the UK. EU Kids Online 2012 Call of Duty is the favourite game for 5-16 year olds. Childwise Monitor Survey 2011-12

17. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org What about your learners?

18. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org The new Facebooks Instagram SnapChat

19. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org What are our concerns? What are the concerns of children? Label P (Parent) C (Child) T (Teacher) e-Safety – what’s happening?

20. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org ‘The Digital Darkness’ Trolling Sexting Self-harm Cyberbullying

21. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org ‘The Digital Darkness’ - Sexting http://www.telegraph.co.uk/tech nology/internet/10595049/Tallul ah-Wilson-death-bright-futures- extinguished-in-digital- darkness.htmla

22. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org ‘The Digital Darkness’ -Cyberbullying

23. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Key differences: How do these alter an effective response? Impact: the scale and scope of cyberbullying can be greater than other forms of bullying. Targets and perpetrators: the people involved may have a different profile to traditional bullies and their targets. Location: the 24/7 and any place nature of cyberbullying. Anonymity: the person being bullied will not always know who is attacking them. Motivation: some pupils may not be aware that what they are doing is bullying. Evidence: unlike other forms of bullying, the target of the bullying will have evidence of its occurrence. http://mashable.com/2012/08/24/children-cyberbullying ‘The Digital Darkness’ -Cyberbullying

24. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org http://www.teachersmedia.co.uk/video s/combating-cyberbullying-suffering- in-silence http://www.childnet.com http://www.bbc.co.uk/cbbc/ games/beaker-you-choose http://www.digizen.org/resources/cyberbull ying/overview http://www.childnet.com/kia/primary/smarta dventure/chapter4.aspxhttp://www.childnet.com/kia/primary/smarta dventure/chapter4.aspx TELL ‘The Digital Darkness’ -Cyberbullying

25. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org http://www.bbc.co. uk/news/magazine- 25120783 ‘The Digital Darkness’ -Cyberbullying

26. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org ‘The Digital Darkness’ – pupil motivations NSPCC Report http://www.nspcc.org.uk/inform/re sourcesforprofessionals/sexualab use/sexting- research_wda89260.html http://www.nspcc.org.uk/inform/re sourcesforprofessionals/sexualab use/sexting- research_wda89260.html 55% of 11-16 year old internet users say they find it easier to be themselves online. EU Kids Online Oct 2012 The problems posed by sexting come from their peers – from ‘friends’ in their social networks. This means much of the typical advice about being careful who you contact, or keeping your profile private misses the point.... often coercive, linked to harassment, bullying and even violence.

27. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org What am I doing? Watch Jigsaw video from Think U Know ‘The Digital Darkness’ pupil motivations

28. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org What are your priorities? Consider Ofsted Consider trends Consider risks Consider your learners / parents

29. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Break

30. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Developing an e-safety curriculum What do you do already? http://www.teachersmedia.co.uk/videos/teaching-e- safety?utm_source=Teachers+Media+List&utm_campaign=6cae4 f0a71-email_14_Jan_2013&utm_medium=email

31. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Developing an e-safety curriculum What do you do already?

32. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Key features of Outstanding and Good practice (Ofsted 2012) A progressive curriculum that is flexible, relevant and engages pupils interest; that is used to promote e-Safety through teaching pupils how to stay safe, how to protect themselves from harm and how to take responsibility for their own and others safety. Positive sanctions are used to reward positive and responsible use. Peer mentoring programmes. Developing an e-safety curriculum Safety  Collaborating  Effectiveness and Evaluation ©Copyright

33. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Developing an e-safety curriculum

34. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org The new Computing POS At the end of key stage one: Use technology safely and respectfully, keeping personal information private. Know where to go for help and support when they have concerns about content or contact on the internet or other online material. At the end of key stage two: Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour, identify a range of ways to report concerns and inappropriate behaviour.

35. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org At the end of key stage one: recognise common uses of information technology beyond school use technology purposefully to retrieve digital content At the end of key stage two: understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content The new Computing POS

36. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Frame your question THEN choose your key words Questions: What is Harry Styles’ favourite colour? My cat has blisters on its tongue – what’s wrong with it? What’s the name of that thing below your nose and above your lip? Technology in our lives – digital literacy

37. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Technology in our lives – digital literacy

38. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Know the author Know the history Know the validity https://www.easywhois.co.uk https://archive.org Technology in our lives – digital literacy

39. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org https://slp.somerset.gov.uk/cypd/elim/somersetict/ Site%20Pages/Computing%20Curriculum%20Pri mary/Technology_in_our_lives.aspx Technology in our lives – digital literacy

40. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Lunch

41. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Indicators of inadequate practice Personal data is often unsecured and/or leaves school site without encryption. Password security is ineffective - passwords are shared or common with all but the youngest children. Policies are generic and not updated. There is no progressive, planned E-Safety education across the curriculum, for example there is only an assembly held annually. There is no internet filtering or monitoring. There is no evidence of staff training. Children are not aware of how to report a problem. e-safety – whole school picture

42. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org e-safety – whole school picture

43. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org e-safety – whole school picture SafetyNet 4 Managing Internet filtering in your school. ‘Where the provision for e-safety was outstanding, the schools had managed rather than locked down systems. In the best practice seen, pupils were helped, from a very early age, to assess the risk of accessing sites and therefore gradually to acquire skills which would help them adopt safe practices even when they were not supervised.’ (Page 8, The Safe Use of New Technologies – Ofsted Ref No 090231).

44. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Working with parents

45. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Data Protection School practices with technology Protecting your professional identity Protecting yourself from bullying Developing your knowledge – professional responsibility

46. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org http://www.ico.gov. uk/enforcement/un dertakings.aspx Developing your knowledge – personal data

47. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Photos of children with allergies Teacher mark book Photos of school trips / events IEPs School reports Parents’ phone numbers What kinds of data does the school keep about children? Where is it kept? What kind of security measures are there? What kind of data does the school have about you? Developing your knowledge – personal data

48. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Developing your knowledge – school practices with technology Mobile phones Locking screens Using memory sticks Strong passwords Acceptable use policies – staff and visitors Use of email Use of school laptop Using an iPad

49. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Developing your knowledge – protecting professional identity

50. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org The New Standards for Teachers (September 2012) Part 2: Personal and Professional Conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

51. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Physical Safety Psychological Safety Reputational and legal safety Identity, property and community safety Freedom from physical harm Freedom from cruelty, harassment and exposure to potentially harmful material Freedom from unwanted social, academic, professional and legal consequences that might affect you for a lifetime Freedom from theft of identity and property and attacks against networks and online communities at local, national and international level

52. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Developing your knowledge – protecting professional identity

53. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org How do you use the Internet socially? How do you share information about yourself? Do you know what your online reputation is? What would you do if... 123people.co.uk Spezify Google Developing your knowledge – protecting professional identity

54. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Developing your knowledge – protecting professional identity

55. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Check the terms of service! http://vine.co/terms “Content submitted to or through the Services available to other companies, organizations or individuals who partner with Vine for the syndication, broadcast, distribution or publication of such Content on other media and services, subject to our terms and conditions for such Content use. Such additional uses by Vine, or other companies, organizations or individuals who partner with Vine, may be made with no compensation paid to you “ https://www.facebo ok.com/policies/ Your photos and profile pictures may be used to advertise products to other users. Facial recognition tagging using profile pics not allowed in EU. August 2013 - changes to Facebook T&C The price of entry to free social networks is the use of your data. https://twitter.com/tos “This license is you authorizing us to make your Tweets available to the rest of the world and to let others do the same.”

56. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Reduce vulnerability Manage visibility Caution in the subjects you discuss Let your colleagues know your expectations Learn how to set privacy settings eg Facebook Do you have a legacy? Limit social networking search results Google your own name or use Spezify, 123 people Limit SN site Google searches Compromise your professional identity Inappropriate site membership Discussing pupils, parents or colleagues on publicly available sites Tagging staff outings Avoid embarrassing wall posts and let colleagues know you will not respond Email funnies on official email

57. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Developing your knowledge – protecting yourself from bullying

58. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org

59. e-safety in the Primary Classroom SWGfL e-Safety Live 2014 http://www.swgfl.org.uk/News/E-Safety-Live/Home 25 th February 2014 Safer Internet Day 2014 Tuesday 11th February 2014 Take the Somerset e-Pledge

60. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org e-safety in the Primary Classroom Have you built your confidence in using technology to...? Provide excellent educational experiences Generate high levels of engagement and commitment to learning Help learners acquire knowledge and develop understanding across the curriculum Evaluation: http://bit.ly/esafetyevaluationhttp://bit.ly/esafetyevaluation